National University of Singapore , Singapore.
Med Teach. 2014 Feb;36(2):164-8. doi: 10.3109/0142159X.2013.852168. Epub 2013 Nov 20.
Within an Asian context, this study examines the effect of changing from traditional course grades to a distinction/pass/fail (D/P/F) grading system on medical student self-perceived stress levels and on student exam performance.
At the end of the 2010-2011 academic year, the Perceived Stress Scale-10 (PSS-10) was administered to the cohort of students finishing their first year of medical studies. For the academic year 2011-2012, the grading system was changed to D/P/F for the first year of medical school. The PSS-10 was also administered to the subsequent cohort of first-year medical students at the same point in the academic year as previous. Qualitative comments were collected for both cohorts.
Stress as measured by the PSS-10 was significantly lower in the cohort that went through the year with the D/P/F grading system in place. Thematic analysis of qualitative responses showed a shift in sources of student stress away from peer-competition. There were no significant differences in overall exam performance.
Within an Asian context, switching to a D/P/F grading system can alleviate stress and peer competition without compromising knowledge. This may help foster a "learning orientation" rather than an "exam orientation," and contribute to inculcating lifelong learning skills.
在亚洲背景下，本研究考察了从传统课程成绩改为区分/通过/失败（D/P/F）评分系统对医学生自我感知压力水平和学生考试成绩的影响。
在 2010-2011 学年结束时，对完成医学第一年学习的学生进行了 10 项感知压力量表（PSS-10）的测试。在 2011-2012 学年，医学一年级的评分系统改为 D/P/F。在同一学年的同一时间，也对随后的一年级医学生进行了 PSS-10 测试。对两个队列都收集了定性意见。
通过 D/P/F 评分系统的学生群体的 PSS-10 测量的压力明显较低。对定性反应的主题分析显示，学生压力的来源从同伴竞争转移。总体考试成绩没有显著差异。
在亚洲背景下，转向 D/P/F 评分系统可以减轻压力和同伴竞争，而不会影响知识。这可能有助于培养“学习导向”而不是“考试导向”，并有助于培养终身学习技能。
